School Money Matters: A Handbook for Principals

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Parker, P.M. (2014). Developing criteria and guidance for assessing teaching excellence. Educational Developments, (15.2), pp. 11–14. Horses for Courses: a comparative approach to developing staff use of technology’. SEDA annual conference in Birmingham (2011). University of Hertfordshire principal and subject external examiner for the Diploma in Higher Education Nursing Adult Branch September 2000 – August 2004. Description: Quinsee S, Brown S, Parker P, Kander C, Truscott H, Bartholomew P & Lloyd A Symposium presented

These plans are fully in place for Key Stage 3 (Year 7-9) and Key Stage 4 (Years 10-11) with Key Stage 5 (Years 12-13) being the main focus for our curriculum development throughout 2022-2023. However, all these documents are working documents as we constantly strive to improve our curriculum to be as effective and as life changing as we can make it for our students and the wider community. annual International Technology, Education and Development Conference (INTED). (Conference) Valencia Spain (2019). Review Panel. Pam started her career as a nurse and then moved into Nurse education where she has spent over sixteen years prior to moving to educational development work where she has been since the summer of 2008.She offers Dyadic Developmental Psychotherapy informed sessions (www.ddpnetwork.org) to parents who maybe feeling discouraged in their efforts to offer a stable and loving home to their child. Why does the value of interdisciplinarity that lecturers report not transfer to their programmes?” AISHE – C annual conference in Dublin (2011). King Alfred’s College of Higher Education Winchester external examiner for Project 2000 common foundation programme and adult branch from January 1997 - December 2000..

Pam has participated in a range of small scale research projects and has an interest in evaluative research methodologies and other qualitative methodologies. The Scholarship of Teaching and Learning, The Evidence for my Practice. University of Sussex (2020). PP Parker invited to present a seminar Sharon begins work with parents to develop a deep understanding of their child, their relationship with the child and how that relates to their own life experiences. She supports parents to therapeutically parent their child with PACE (www.ddpnetwork.org/about-ddp/meant-pace/). PACEful parenting helps the child become less reliant on defensive survival strategies and to connect positively with their parents and embrace the joys of social engagement and learning.

Description: Sultany A, Parker P, Bullimore A, Kostokova P & Jawaheer G paper presented for the Innovation Showcase

Parker, P.M. (2012). Assessment of learning in the clinical practice environment. New Practice based assessment 9 January, Catherine McAuley School of Nursing and Midwifery University of Cork Ireland. Sharon considers the child’s relationship with their parents/carers to be the most important factor in their recovery from early adversity and the key to progress in their social and emotional development. Pam is the Programme Director for the MPhil/PhD Professional Education and is head of the academic team and supports the School of Health and Psychological Sciences. Description: Parker P and Quinsee S provided a workshop at the twenty second International Conference on LearningBaughan, , Lindsay, and Parker, P.M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11). Pamela qualified in clinical psychology from the University of East Anglia in 2009. Since then she worked full time with children, young people and families in NHS and Local Authority settings. Until December 2019 she held a consultant grade post leading a team of clinicians working with care experienced children and their families, and children with learning disabilities. El-Hakim, Y., Peat, J. and Parker, P.M. (2016). SEDA’s response to the teaching excellence framework technical consultation. Educational Developments, (17.3), pp. 1–5.